CONTENT KNOWLEDGE ASSESSMENT – CEQ 515
Assessment Tool
DIRECTIONS TO THE STUDENTS FOR THE CEQ 515 APA:
You are to assess the needs of a school or district from which a strategic plan can be designed to promote student learning, accounting for positive culture and community involvement. During the developmental process of this strategic plan you must become aware of the knowledge you need to accomplish the following:
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Conduct a needs assessment within a school or district which will result in a strategic plan designed to promote student learning.
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Within the strategic plan include specific activities that will increase positive culture.
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Within the strategic plan develop a proposal that will maximize the involvement of community members.
By paying particular attention to the above knowledge needed to implement your Authentic Performance Activity you will have focused attention on the content knowledge required to be an effective educational leader. Specifically, the content knowledge learned from this activity will reflect the knowledge needed in the following ISLLC standards (4A, 4B, 4C, and 4D).
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4A.Collect and analyze data and information pertinent to the educational environment.
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4B. Promote understanding, appreciation, and use of the community’s diverse cultural, social, and intellectual resources.
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4C. Build and sustain positive relationships with families and caregivers.
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4D. Build and sustain productive relationships with community partners.
Scoring Guide
At the end of the course the instructor will evaluate each student using a 4-point Likert scale for each of the ISLLC leadership standards appropriate to the Authentic Performance Activities that were embedded in the course. The level of proficiency is to be rated from 1 (Unacceptable) to 4 (Distinguished) using the accompanying rubrics as a guide for the evaluation. The instructor can use the ISLLC sub-elements listed in the boxes for assistance during the evaluation process.
Scoring Guide:
ISLLC Standard #4: An education leader promotes the success of every student by collaborating with faculty and community members, responding to diverse community interests and needs, and mobilizing community resources.
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Standard Function
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Unacceptable - 1
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Acceptable - 2
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Meets Standard - 3
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Distinguished - 4
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4A.Collect and analyze data and information pertinent to the educational environment.
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Candidate does not engage in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals. (ELCC 1.4b)
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Candidate partially engages in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals.
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Candidate can engage in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals.
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Candidate regularly engages in the collection, organization, and analysis of a variety of information, including student performance data, required to assess progress toward a district’s vision, mission, and goals.
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Standard Function
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Unacceptable - 1
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Acceptable - 2
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Meets Standard - 3
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Distinguished - 4
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4B. Promote understanding, appreciation, and use of the community’s diverse cultural, social,
and intellectual resources.
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Candidate does not demonstrate the ability to facilitate the planning and implementation of programs and services that bring together the resources of families and the community to positively affect student learning. (ELCC 4.1a)
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Candidate partially demonstrates the ability to facilitate the planning and implementation of programs and services that bring together the resources of families and the community to positively affect student learning.
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Candidate can demonstrate the ability to facilitate the planning and implementation of programs and services that bring together the resources of families and the community to positively affect student learning.
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Candidate demonstrates a strong ability to facilitate the planning and implementation of programs and services that bring together the resources of families and the community to positively affect student learning.
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Standard Function
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Unacceptable - 1
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Acceptable - 2
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Meets Standard - 3
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Distinguished - 4
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4C. Build and sustain positive relationships with families and caregivers.
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Candidate cannot develop and implement strategies that support the involvement of families in the education of their children that reinforces for district staff a belief that families have the best interests of their children in mind. (ELCC 4.1h)
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Candidate can partially develop and implement strategies that support the involvement of families in the education of their children that reinforces for district staff a belief that families have the best interests of their children in mind.
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Candidate can develop and implement strategies that support the involvement of families in the education of their children that reinforces for district staff a belief that families have the best interests of their children in mind.
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Candidate can effectively develop and implement many strategies that support the involvement of families in the education of their children that reinforces for district staff a belief that families have the best interests of their children in mind.
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Standard Function
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Unacceptable - 1
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Acceptable - 2
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Meets Standard - 3
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Distinguished - 4
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4D. Build and sustain productive relationships with community partners.
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Candidate cannot apply an understanding of community relations models, marketing strategies and processes, data driven decision-making, and communication theory to craft frameworks for school, business, community, government, and higher education partnerships. (ELCC 4.1c)
Candidate does not demonstrate an ability to develop and implement a plan for nurturing relationships with community leaders and reaching out to different business, religious, political, and service organizations to strengthen programs and support district goals. (ELCC 4.1d)
Candidate does not demonstrate the ability to involve community members, groups, and other stakeholders in district decision- making, reflecting an understanding of strategies to capitalize on the district’s integral role in the larger community. (ELCC 4.1e)
Candidate does not demonstrate the ability to collaborate with community agencies to integrate health, social, and other services in the schools to address student and family conditions that affect learning. (ELCC 4.1f)
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Candidate can sometimes apply an understanding of community relations models, marketing strategies and processes, data driven decision-making, and communication theory to craft frameworks for school, business, community, government, and higher education partnerships.
Candidate partially demonstrates an ability to develop and implement a plan for nurturing relationships with community leaders and reaching out to different business, religious, political, and service organizations to strengthen programs and support district goals.
Candidate partially demonstrates the ability to involve community members, groups, and other stakeholders in district decision- making, reflecting an understanding of strategies to capitalize on the district’s integral role in the larger community.
Candidate partially demonstrates the ability to collaborate with community agencies to integrate health, social, and other services in the schools to address student and family conditions that affect learning.
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Candidate can apply an understanding of community relations models, marketing strategies and processes, data driven decision-making, and communication theory to craft frameworks for school, business, community, government, and higher education partnerships.
Candidate can demonstrate an ability to develop and implement a plan for nurturing relationships with community leaders and reaching out to different business, religious, political, and service organizations to strengthen programs and support district goals.
Candidate can demonstrate the ability to involve community members, groups, and other stakeholders in district decision- making, reflecting an understanding of strategies to capitalize on the district’s integral role in the larger community.
Candidate can demonstrate the ability to collaborate with community agencies to integrate health, social, and other services in the schools to address student and family conditions that affect learning.
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Candidate effectively applies an understanding of community relations models, marketing strategies and processes, data driven decision-making, and communication theory to craft many frameworks for school, business, community, government, and higher education partnerships.
Candidate demonstrates a strong ability to develop and implement a plan for nurturing relationships with community leaders and reaching out to different business, religious, political, and service organizations to strengthen programs and support district goals.
Candidate demonstrates a strong ability to involve community members, groups, and other stakeholders in district decision- making, reflecting an understanding of strategies to capitalize on the district’s integral role in the larger community.
Candidate demonstrates a strong ability to collaborate with community agencies to integrate health, social, and other services in the schools to address student and family conditions that affect learning.
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CONTENT KNOWLEDGE ASSESSMENT – CEQ 528
Assessment Tool
DIRECTIONS TO THE STUDENTS FOR THE CEQ 528 APA:
You are to research a School Board policy on a specific topic related to the course. You will compare the policy to the practice in the school district where you work (live). You will compare the policy and practice to federal, state constitutional, statutory and regulatory provisions governing education in New York State. During the overall comparisons you must become aware of the knowledge you need to accomplish the following:
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E xplain how to apply legal principles to the promotion of educational equity.
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Validate or critique the policy and practice based upon ethical and legal principles.
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Indicate the specific laws that are affecting the functioning of the school districts through their direct influence on policy and practice.
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Explain the procedure for how policies can be improved upon.
By paying particular attention to the above knowledge needed to implement your Authentic Performance Activity you will have focused attention on the content knowledge required to be an effective educational leader. Specifically, the content knowledge learned from this activity will reflect the knowledge needed in the following ISLLC standards (5D, 5E, 6A, 6B, and 6C).
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5D. Consider and evaluate the potential moral and legal consequences of decision-making.
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5E. Promote social justice and ensure that individual student needs inform all aspects of schooling.
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6A.Advocate for children, families, and caregivers.
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6B. Act to influence local, district, state, and national decisions affecting student learning.
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6C. Assess, analyze, and anticipate emerging trends and initiatives in order to adapt leadership strategies.
Scoring Guide
At the end of the course the instructor will evaluate each student using a 4-point Likert scale for each of the ISLLC leadership standards appropriate to the Authentic Performance Activities that were embedded in the course. The level of proficiency is to be rated from 1 (Unacceptable) to 4 (Distinguished) using the accompanying rubrics as a guide for the evaluation. The instructor can use the ISLLC sub-elements listed in the boxes for assistance during the evaluation process.
Scoring Guide:
ISLLC Standard #5: An education leader promotes the success of every student by acting with integrity, fairness, and in an ethical manner.
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Standard Function
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Unacceptable - 1
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Acceptable - 2
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Meets Standard - 3
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Distinguished - 4
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5D. Consider and evaluate the potential moral and legal consequences of decision-making.
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Candidate cannot make and explain decisions based upon ethical and legal principles. (ELCC 5.3a)
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Candidates can sometimes make and explain decisions based upon ethical and legal principles.
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Candidate can make and explain decisions based upon ethical and legal principles.
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Candidate always makes and explains decisions based upon ethical and legal principles.
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Standard Function
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Unacceptable - 1
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Acceptable - 2
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Meets Standard - 3
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Distinguished - 4
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5E. Promote social justice and ensure that individual student needs inform all aspects of schooling.
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Candidate does not demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions. (ELCC 5.1a)
Candidate does not demonstrate the ability to organize a district based on indicators of equity, effectiveness, and efficiency and can apply legal principles that promote educational equity. (ELCC 3.1d)
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Candidate can partially demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions.
Candidate demonstrates some ability to organize a district based on indicators of equity, effectiveness, and efficiency and can apply legal principles that promote educational equity.
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Candidate can demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions.
Candidate can demonstrate the ability to organize a district based on indicators of equity, effectiveness, and efficiency and can apply legal principles that promote educational equity.
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Candidate demonstrates a strong respect for the rights of others with regard to confidentiality and dignity and engages in honest interactions.
Candidate demonstrates a strong ability to organize a district based on indicators of equity, effectiveness, and efficiency and can effectively apply legal principles that promote educational equity.
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ISLLC Standard #6: An education leader promotes the success of every student by understanding, responding to, and influencing the political, social, economic, legal, and cultural context.
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Standard Function
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Unacceptable - 1
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Acceptable - 2
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Meets Standard - 3
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Distinguished - 4
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6A.Advocate for children, families, and caregivers.
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Candidate does not demonstrate the ability to advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics. (ELCC 6.3b)
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Candidate partially demonstrates the ability to advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics.
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Candidate can demonstrate the ability to advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics.
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Candidate demonstrates a strong ability to advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics.
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Standard Function
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Unacceptable - 1
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Acceptable - 2
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Meets Standard - 3
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Distinguished - 4
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6B. Act to influence local, district, state, and national decisions affecting student learning.
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Candidate does not demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities affecting a specific district. (ELCC 6.1c)
Candidate does not demonstrate an understanding of how to develop lines of communication with local, state, and federal authorities and actively advocate for improved policies, laws, and regulations affecting a specific district, both directly and through organizations representing schools, educators, or others with similar interests. (ELCC 6.3a)
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Candidate partially demonstrates an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities affecting a specific district.
Candidate partially demonstrates an understanding of how to develop lines of communication with local, state, and federal authorities and actively advocate for improved policies, laws, and regulations affecting a specific district, both directly and through organizations representing schools, educators, or others with similar interests.
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Candidate can demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities affecting a specific district.
Candidate can demonstrate an understanding of how to develop lines of communication with local, state, and federal authorities and actively advocate for improved policies, laws, and regulations affecting a specific district, both directly and through organizations representing schools, educators, or others with similar interests.
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Candidate demonstrates a comprehensive understanding of the policies, laws, and regulations enacted by local, state, and federal authorities affecting a specific district.
Candidate demonstrates a comprehensive understanding of how to develop lines of communication with local, state, and federal authorities and actively advocate for improved policies, laws, and regulations affecting a specific district, both directly and through organizations representing schools, educators, or others with similar interests.
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